This article presents a case study of the Roskilde Integration Project designed to enhance the school-readiness of ethnic minority preschool children. The process of implementing the Roskilde Integration Project involved linking a community of practice--consisting of the integration team, educators, and other professionals--with the immigrant community. A "community of practice" is a network of individuals who are bound together by their common pursuit of solutions to a common set of problems (Wenger 1998;2000). In the Roskilde case, the community of practice included those stakeholders who were actively engaged in addressing integration issues, including the integration team, some local politicians, preschool workers who involved themselves in work with bilingual children, and parents and members who became involved in Integration Project activities. This study offers valuable lessons regarding the design and implementation of programs that aim to meet the needs of culturally and linguistically diverse learners. Furthermore, this study revealed underlying processes of learning, culturing, and political activity within the implementation process, and demonstrated how and changed attitudes toward marginalized minority groups on the part of preschool staff members, local politicians, and Danish parents.